The Sandy Hook Elementary School shootings

2014 ◽  
pp. 224-236
Author(s):  
Amy E. Hurley-Hanson ◽  
Cristina M. Giannantonio
Keyword(s):  
Elementary School ◽  
School Shootings ◽  
Sandy Hook Elementary School ◽  
Sandy Hook

Immunity to Environmental Crime, Harm and Violence: An Ongoing Pandemic and a Possible Narrative Vaccine

2020 ◽  
pp. 0306624X2097088
Author(s):  
Avi Brisman
Keyword(s):  
Elementary School ◽  
Compassion Fatigue ◽  
Environmental Crime ◽  
School Shooting ◽  
Cultural Criminology ◽  
Mass Shootings ◽  
Sandy Hook Elementary School ◽  
Sandy Hook

As of June 2020, there have been at least 2,540 mass shootings since the Sandy Hook Elementary School shooting in Newtown, CT, on December 14, 2012. Some have suggested that the repeated trauma of these massacres has created a collective “emotional numbness,” lessening our empathy. This article asks whether a similar phenomenon is occurring with respect to environmental crime and harm. It considers whether we have developed “compassion fatigue” regarding environmental violence and contemplates a “workout regimen” for empathy for Gaia’s suffering. In so doing, it seeks to engage with emerging work in the penumbra of narrative criminology and green cultural criminology.

scholarly journals The complexities of place in crisis renewal discourse: A case study of the Sandy Hook Elementary School shooting

2017 ◽  
Vol 26 (1) ◽  
pp. 164-172 ◽  
Author(s):  
Kevin Wombacher ◽  
Emina Herovic ◽  
Timothy L. Sellnow ◽  
Matthew W. Seeger
Keyword(s):  
Elementary School ◽  
School Shooting ◽  
Sandy Hook Elementary School ◽  
Sandy Hook

The 2012 sandy hook elementary school shooting: Connecticut’s department of mental health crisis response

2017 ◽  
Vol 17 (4) ◽  
pp. 443-450
Author(s):  
Paul DiLeo ◽  
Michael Rowe ◽  
Barbara Bugella ◽  
Lauren Siembab ◽  
James Siemianowski ◽  
...  
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
Crisis Response ◽  
School Shooting ◽  
Mental Health Crisis ◽  
Health Crisis ◽  
Sandy Hook Elementary School ◽  
Sandy Hook

scholarly journals The Sandy Hook Elementary School shooting as tipping point

2013 ◽  
Vol 1 (2) ◽  
pp. 65-73 ◽  
Author(s):  
James M Shultz ◽  
Glenn W Muschert ◽  
Alison Dingwall ◽  
Alyssa M Cohen
Keyword(s):  
Elementary School ◽  
Tipping Point ◽  
School Shooting ◽  
Sandy Hook Elementary School ◽  
Sandy Hook

Critical Events and Attitude Change: Support for Gun Control After Mass Shootings

2018 ◽  
Vol 7 (04) ◽  
pp. 903-911 ◽  
Author(s):  
Jon C. Rogowski ◽  
Patrick D. Tucker
Keyword(s):  
Public Opinion ◽  
Attitude Change ◽  
Public Policies ◽  
Gun Control ◽  
Critical Events ◽  
Cross Sectional ◽  
Political Opportunities ◽  
Nationally Representative ◽  
Sandy Hook Elementary School ◽  
Sandy Hook

When and to what extent do crises and significant events induce changes in political attitudes? Theories of public opinion and policymaking predict that major events restructure public opinion and pry open new political opportunities. We examine the effect of major events on support for public policies in the context of the Sandy Hook Elementary School mass shooting in December 2012 using a nationally representative panel survey of US adults. Across both cross-sectional and within-subject analyses, we find no evidence that Americans granted greater support for gun control after the Sandy Hook shooting. Our null findings persist across a range of political and demographic groups. We also find no evidence of attitude polarization as a result of Sandy Hook. Our results suggest that elite polarization in a particular issue area leads citizens to employ motivated reasoning when interpreting critical events, thereby reducing the capacity for attitude change. Our findings have important implications for identifying the conditions under which major events affect support for public policies and create political opportunities for policy change.

Public Opinion About Gun Control Post–Sandy Hook

2016 ◽  
Vol 28 (3) ◽  
pp. 255-278 ◽  
Author(s):  
Kevin H. Wozniak
Keyword(s):  
Public Opinion ◽  
Cultural Beliefs ◽  
Gun Control ◽  
Opinion Poll ◽  
Control Laws ◽  
Background Check ◽  
Teachers And Students ◽  
Mass Shooting ◽  
Sandy Hook Elementary School ◽  
Sandy Hook

I use data from a national public opinion poll conducted 4 months after the mass shooting of teachers and students in Sandy Hook Elementary School to analyze the content and predictors of public opinion about gun control and gun control politics. I find that a slim majority of Americans favors a semiautomatic weapon ban and proposals to make gun control laws stricter, and a large majority supports a federal background check law. Consistent with previous research, I also find that both instrumental concerns and cultural beliefs are significantly related to people’s opinions about gun control, but the strongest, most consistent predictors of people’s gun control preferences are their political beliefs and affiliations. I conclude by discussing the implications of these findings for the national gun control debate.

Dewey, School Violence, and Aesthetic Response

2021 ◽  
pp. 624-654
Author(s):  
Patricia Louise Maarhuis ◽  
A. G. Rud
Keyword(s):  
School Violence ◽  
School Shootings ◽  
Gun Violence ◽  
Aesthetic Response ◽  
Relational Identity ◽  
Aesthetic Responses ◽  
Art Works ◽  
Made In ◽  
Sandy Hook

Since the tragic shootings at Sandy Hook Elementary in 2012 there have been at least 159 school shootings in America (Everytown, n.d.). This chapter focuses on application of Deweyan thought to school shootings and aesthetic responses. Educational and aesthetic theories are used to understand the effects of school violence and inquiry includes analysis of artful works made in response to shootings. Common themes are noted across all 3 sites in various aesthetic responses and the steps toward reconstruction of associated living. Findings suggest engagement in responsive art works may ameliorate the disruption and trauma of school shootings. Within aesthetic response, there is potential for reclamation, restoration, and re-presentation of experience through the doubled reconstruction of communal spaces/places and of relational identity after shooting incidents. Considerations include the use of aesthetic response and associated living practices by activist and educators as a potential means to understand and work against gun violence.

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